Inter-this, inter-that: Understanding the effectiveness of school-based wraparound teams
Bibliographic record
Abstract
Inclusion is a common theme in systems of education throughout Western Canada. However, professional experience and research has identified differences in service delivery models for inclusive education. By understanding the politics of student diversity and the bi-lateral relationship between education systems of inclusion and systems of inclusive practice (SIP) in Western Canada, there is a unique window of opportunity to discuss and understand how specialized settings operate and thrive when there are resources available to develop and maintain interprofessional and interdisciplinary collaboration. This study examines the factors and indicators of success for wraparound teams in human services providers (such as healthcare, social work, and government) to establish a platform to explore how school-based wraparound teams (SWT) are significant to students with complex learning needs (SCLN) in SIP. Outside of school, SCLN and their families benefit when interdisciplinary supports are included in transition plans for major life events; and the evidence for this success is surfacing to promote interdisciplinary, interprofessional and interagency collaboration in research related to SIP in Western Canadian education (WCE). To apply this knowledge on the front lines of WCE, a presentation has been designed for novice special education teachers. Novice special education teachers will have an opportunity to understand who the SWT is composed of and how collaboration with professionals from outside education is a key factor and indicator of success for student- and family- centered programming.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".